Maker Projects and Academic Performance

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There is evidence to suggest that maker projects can have a positive impact on academic performance in school. Maker projects are hands-on, project-based activities that allow students to design, build, and create using a variety of materials and tools. These types of projects can be particularly effective at improving academic performance because they give students the opportunity to apply their knowledge and skills in a real-world context, which can make learning more meaningful and engaging. These projects can help students develop a range of skills, such as problem-solving, critical thinking, creativity, and collaboration

These skills can be valuable for academic success, but the extent to which Maker projects improve test scores will vary depending on how they are implemented and how well they are aligned with the academic standards and objectives being tested.

‘Maker’ projects are best done, not in isolation, but as a part of a planned project-based learning unit, which would also include direct instruction in both content and technical skills, research, documentation, and assessment.

One study found that students who participated in maker projects showed significant gains in science and engineering knowledge, as well as improved problem-solving skills and creativity (S. R. Thomas, A. A. Daugherty, and K. P. Hall, "The Impact of Makerspace Participation on Student Learning in Science and Engineering," Journal of STEM Education: Innovations and Research, vol. 18, no. 1, 2017).

Another study found that students who participated in maker projects showed improved performance in math and science, as well as increased motivation and engagement in learning (K. A. Peppler and K. J. Sahin, "The Role of Making in the Learning Sciences: The Case of the Maker Movement," Review of Educational Research, vol. 87, no. 2, 2017).

It is important to note that the impact of maker projects on academic performance will depend on a variety of factors, including the quality of the project, the level of support and guidance provided by teachers, and the ability of the project to align with students' interests and needs.

References:

· S. R. Thomas, A. A. Daugherty, and K. P. Hall, "The Impact of Makerspace Participation on Student Learning in Science and Engineering," Journal of STEM Education: Innovations and Research, vol. 18, no. 1, 2017.

· K. A. Peppler and K. J. Sahin, "The Role of Making in the Learning Sciences: The Case of the Maker Movement," Review of Educational Research, vol. 87, no. 2, 2017.